kirby urner wrote:
I hope edu-sig proves a relevant source of ideas. Probably you
won't be using the __ribs__ idea (snakes have lots of 'em), but
if you don't know what I mean, I'll plug my Europython slides
again (I'm spreading the __rib__ idea in Vilnius).
Kirby, those slides are interesting, but having a voiceover explaining them
would be great. With the work you've put into them, you should consider
screencasting -- just flip the slides and talk into a microphone for us.
Yes, I have Camtasia Studio, did a recap of my OSCON 2005 presentation
In a message of Sun, 08 Jul 2007 00:04:14 EDT, Andy Judkis writes:
I've been out painting my house, so I have some catching up to do as well
.
I thank Andre for coming to my defense, but I think Michael's on the righ
t
track. The problem is that I haven't found something sufficiently motivat
ing
I know some say Kirby's stuff doesn't count because high schoolers
pay money to take my class and are hence motivated (not fair!),
but I do consider my classes somewhat successful, in terms of high
marks for the teacher (they grade me, but not vice versa, confidentially
but I'm told I do
In a message of Sun, 08 Jul 2007 10:29:24 CDT, Atul Varma writes:
Has anyone ever explored the idea of using a collaborative virtual
community for teaching programming? I'm thinking about something
along the lines of Amy Bruckman's MOOSE Crossing:
http://www.cc.gatech.edu/elc/moose-crossing/
On 7/8/07, kirby urner [EMAIL PROTECTED] wrote:
So I've learned a new term from ya'll: scaffolding. Of course I knew it
from the namespace of construction, but here it means a framework
or prewritten code or auxiliary aids such as diagrams. Anyone want to
elaborate?
I see links between
I'm joining the discussion late; I'm going to respond on a couple of
points that resonated with me, but forgive me for neglecting a few
attributions. Also, I'm going to ramble a bit through some of the
things I think about as a math educator. Hopefully I can make it work
the trip for you to
resent -- left off the g in python.org
There is a small fraction of students I get who cannot learn
algebra, ever, no matter what I or anybody else does. I don't know
why that is. But there is a larger number which I could not
teach algebra until after I had taught them geometry. So we fixed
Looking back, I was the one who used scaffolding first in this thread--so I
apologize for that :-).
To give a simple example of how I would use what I consider to be scaffolding,
consider this real-life example from my teaching the IMP math curriculum:
When in the Solve It unit, some of the
Jay,
1. I agree the core issues in teaching programming and teaching formal math
are the same core issues.
2. I'm glad you admit, as I do, that you're not really sure how kids learn
algebra. Certainly we could teach the same way teachers have for the last 50
years and we would get the same
I have thought a lot about this. I teach kids (aged 10-14 mostly) to
write video games using Scratch and Python. They love it, but I'd
like to promote more community and make the classes a little more
game like. I've been thinking about old programming games like
Core Wars and Robot
On 7/8/07, Tom Hoffman [EMAIL PROTECTED] wrote:
How much scaffolding to do is a central issue in constructivist
education. I've read studies that indicates there was a huge
difference between the amount of scaffolding done in a classroom by
Papert (a lot! but mostly informal), how he
On Sun, 2007-07-08 at 21:46 +0200, Laura Creighton wrote:
Do you have many students who are good at geometry and still rotten
at algebra? Also what do they say when you ask them 'what don't
you understand here?'
I wouldn't say rotten, but it's not unusual to have students who do
On 7/8/07, Andy Judkis [EMAIL PROTECTED] wrote:
Your circumstances are somewhat different but I don't feel like your stuff
doesn't count. It would be extremely interesting to hear how your kids
approach the test question I presented that started this thing. You wanna
pose it to them and see
14 matches
Mail list logo
